o Introduction to the three types of AP portfolios, and to the three areas of scoring within them (quality, concentration, and breadth)
o Lists or chart of principles of 2D and 3D design, as well as drawing concepts and skills
o Lists or chart of skills measured in rubrics for quality, concentration, and depth. (also list the URL for the full rubrics that are used with AP Studio Art)
· Introduction to the use of Emerging, Proficient, and Advanced levels
o Descriptions/explanations of emerging, proficient, and advanced levels
· Lesson Overviews
o 2-D lessons
§ Brief outines/descriptions of lessons, including the following:
· Title
· Objective
· Materials
· Suggestions for scaling this idea up or down for students at different levels – maybe also suggestions for alternate materials
· Specific areas of the AP rubrics that are addressed here
· Artists whose work may inform this lesson (especially contemporary artists)
· Examples of Emerging, Proficient, and Advanced student work, and WHY they are classified as such – especially as it relates to the themes of quality, concentration, and breadth. (concentration would be hard to address – discuss this with the group).
o 3-D lessons
§ See guidelines above
o Drawing lessons
§ See guidelines above
o For all examples – make sure writers are explicitly addressing materials/techniques and ideas – not just about technical proficiency, but how an idea or point of view can be expressed through those techniques.
o Examples should also be a good representation of a range of processes and techniques
o How these lessons can address quality and breadth rubrics
· Concentration
o Guidelines for choosing ideas for a portfolio concentration
o Thoughts on how to scale this from year to year, perhaps going from a more directed series of works to something more open-ended at the Advanced level
o List of concentrations that past AP students have explored – maybe with multiple portfolio examples that align with each one.
o Suggestions for ways that lesson ideas outlined above could be elaborated upon as a concentration.
· Educational/content standards
o National Content Standards in the Visual Arts
o Bloom’s taxonomy
o Studio Habits of Mind? 21st Century Skills?
IV. Content, Pedagogy, and Student Assessment
· Series of short guides (maybe about one page each)
AP Central URL and list of resources that can be found there
Sample assessment tools/rubrics – or suggestions for designing your own
Ideas/techniques for looking at works of art with students
Strategies for critique/reflection on student work.
Use of sketchbooks – and other tools for emphasizing process.
Give specific examples of sketchbook prompts and assignments, that can be easily combined with the lesson overviews listed in the section above.
Notes on appropriation of images
Documenting student work and submitting portfolios digitally
technical instructions;
how to get students into the habit of keeping good files of their work.
Instructions for digital submission of portfolios
Development of artists’ statements; teaching students to write about their work
V. Additional Resources
· Resources for art supplies; maybe notes on using both traditional and “found” materials
· Where to get posters and other images for classroom use
· Competitions in the visual arts
· Scholarship resources
· Advocacy materials and resources
· Sites with lesson plans, and other examples of student art
Studio Art VTG: Draft Outline
I. Introduction
· AP program overview
· Pre-AP overview
· Vertical teams overview
II. Vertical Team Development
· Creating a VT community
· Groundwork
· Action plan for implementation
· Leadership development
· Professional development
· Evaluating the VT
· VT profiles: past or present vertical teaming
III. Aligning the Curriculum
· AP Portfolio Guidelines
o Introduction to the three types of AP portfolios, and to the three areas of scoring within them (quality, concentration, and breadth)
o Lists or chart of principles of 2D and 3D design, as well as drawing concepts and skills
o Lists or chart of skills measured in rubrics for quality, concentration, and depth. (also list the URL for the full rubrics that are used with AP Studio Art)
· Introduction to the use of Emerging, Proficient, and Advanced levels
o Descriptions/explanations of emerging, proficient, and advanced levels
· Lesson Overviews
o 2-D lessons
§ Brief outines/descriptions of lessons, including the following:
· Title
· Objective
· Materials
· Suggestions for scaling this idea up or down for students at different levels – maybe also suggestions for alternate materials
· Specific areas of the AP rubrics that are addressed here
· Artists whose work may inform this lesson (especially contemporary artists)
· Examples of Emerging, Proficient, and Advanced student work, and WHY they are classified as such – especially as it relates to the themes of quality, concentration, and breadth. (concentration would be hard to address – discuss this with the group).
o 3-D lessons
§ See guidelines above
o Drawing lessons
§ See guidelines above
o For all examples – make sure writers are explicitly addressing materials/techniques and ideas – not just about technical proficiency, but how an idea or point of view can be expressed through those techniques.
o Examples should also be a good representation of a range of processes and techniques
o How these lessons can address quality and breadth rubrics
· Concentration
o Guidelines for choosing ideas for a portfolio concentration
o Thoughts on how to scale this from year to year, perhaps going from a more directed series of works to something more open-ended at the Advanced level
o List of concentrations that past AP students have explored – maybe with multiple portfolio examples that align with each one.
o Suggestions for ways that lesson ideas outlined above could be elaborated upon as a concentration.
· Educational/content standards
o National Content Standards in the Visual Arts
o Bloom’s taxonomy
o Studio Habits of Mind? 21st Century Skills?
IV. Content, Pedagogy, and Student Assessment
· Series of short guides (maybe about one page each)
AP Central URL and list of resources that can be found there
Sample assessment tools/rubrics – or suggestions for designing your own
Ideas/techniques for looking at works of art with students
Strategies for critique/reflection on student work.
Use of sketchbooks – and other tools for emphasizing process.
Give specific examples of sketchbook prompts and assignments, that can be easily combined with the lesson overviews listed in the section above.
Notes on appropriation of images
Documenting student work and submitting portfolios digitally
technical instructions;
how to get students into the habit of keeping good files of their work.
Instructions for digital submission of portfolios
Development of artists’ statements; teaching students to write about their work
V. Additional Resources
· Resources for art supplies; maybe notes on using both traditional and “found” materials
· Where to get posters and other images for classroom use
· Competitions in the visual arts
· Scholarship resources
· Advocacy materials and resources
· Sites with lesson plans, and other examples of student art